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Abstract
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Creative writing is the process of inventing or rather presenting ones thoughts in an appealing way. Regarding the problem with lack of creative writing due to the absence of creative teaching method, the present study investigated the effect of pushed output based instruction on Iranian EFL learners' grammatical accuracy in sentence writing as a method of creative teaching on students writing abilities, To do this end, a sample of 50 Iranian EFL learners were selected as a homogenous sample based on their performance on English language proficiency test and were pretested by a writing test, in order to test participants' pre-knowledge grammatical accuracy in writing before treatment sessions. They were randomly assigned to two experimental and control groups. In the experimental group, the teacher provided the students with a chance reflect and encouraged them to create a new atmosphere and creative thinking. The control group received writing instruction through the conventional methods in such a way that the students were required to write the same activities. Finally, both groups of the study were given another version of sentence writing section of PET as the posttest of the study. The posttest was scored by two raters. The results of independent sample t-test showed that there is a statistical significant difference between the posttest scores of the both groups on writing test. Therefore, the pushed output based instruction was effective in promoting learners grammatical accuracy in writing.
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